ICF’S 11 CORE COACHING COMPETENCIES KEY POINTS The International Coach Federation 11 core competencies are divided into four categories: •
Setting the Foundation
•
Communicating Effectively
•
Co-‐Creating the Relationship
•
Facilitating Learning and Results
For Unit 2 (this unit): •
•
In the pages that follow, review the ICF 11 core competencies. You’ll also note additional information for the two competencies we’ll be studying in-‐depth this week: o
ICF Competency #1, Meeting Ethical Guidelines and Professional Standards; and
o
ICF Competency #5, Active Listening.
The remaining competencies (2-‐4 and 6-‐11) will be reviewed with additional details in the weeks to come.
ICF COMPETENCIES IN ACTION International Coach Federation (ICF) lists 11 core coaching competencies at their Web site (www.coachfederation.org). These competencies are used as the foundation for the ICF credentialing process. Note that, according to ICF, the subcompetencies in italic text indicate that the subcompetency may not be present in every call; all other subcompetencies (non-‐italic text) should be demonstrated in each and every call with a student.
__________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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A. Setting the Foundation ICF Competency #1 Meeting Competencies in Action: Ethical Guidelines and The Academies’ Suggestions of How This Competency Might Professional Standards -‐ Look in Coaching Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations a. Understands and exhibits in a. Review the list of ICF Standards of Conduct own behaviors the ICF http://www.coachfederation.org/Ethics/ , carefully Standards of Conduct (see reviewing items 1-‐25 under Professional Conduct At Large, list), Professional Conduct with Clients, Confidentiality/Privacy, and Conflicts of Interest. Are there any items that you need clarification on to ensure compliance with the ICF Standards of Conduct? b. Understands and follows all b. Review the ICF Pledge of Ethics (Part Three). ICF Ethical Guidelines (see http://www.coachfederation.org/Ethics/ list), c. Clearly communicates the c. Read the ICF Definition of Coaching. distinctions between http://www.coachfederation.org/Ethics/ coaching, consulting, Consider incorporating some of this language into coaching psychotherapy and other agreements or other appropriate documents that students support professions, will see. Practice describing the difference between coaching and consulting using ideas from the “Coaching-‐ Consulting-‐Counseling” table in Unit 1. d. Refers client to another d. Although not common, there may be situations where your support professional as student may also benefit from additional on-‐campus needed, knowing when this resources that address purely counseling situations. Be is needed and the available aware of these resources so that students can choose to resources. access them if necessary. Note that there may be times when a student is situationally depressed due to a career opportunity that didn’t come through or a sense of overwhelm caused by heavy courseload, student loan debt, and so on. Many times, these situations can be addressed through coaching that increases awareness of the triggers setting off the emotions, and action that will create momentum toward future goals.
__________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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A. Setting the Foundation ICF Competency #2 Establishing the Coaching Agreement -‐ Ability to understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship a. Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate), b. Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities, c. Determines whether there is an effective match between his/her coaching method and the needs of the prospective client. B. Co-‐Creating the Relationship ICF Competency #3 Establishing Trust and Intimacy with the Client -‐ Ability to create a safe, supportive environment that produces ongoing mutual respect and trust a. Shows genuine concern for the client's welfare and future b. Continuously demonstrates personal integrity, honesty and sincerity c. Establishes clear agreements and keeps promises d. Demonstrates respect for client's perceptions, learning style, personal being e. Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure f. Asks permission to coach client in sensitive, new areas B. Co-‐Creating the Relationship ICF Competency #4 Coaching Presence -‐ Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident a. Is present and flexible during the coaching process, dancing in the moment b. Accesses own intuition and trusts one's inner knowing -‐ "goes with the gut" c. Is open to not knowing and takes risks d. Sees many ways to work with the client, and chooses in the moment what is most effective e. Uses humor effectively to create lightness and energy f. Confidently shifts perspectives and experiments with new possibilities for own action g. Demonstrates confidence in working with strong emotions, and can self-‐manage and not be overpowered or enmeshed by client's emotions
__________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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C. Communicating Effectively ICF Competency #5 Active Listening -‐ Ability to focus completely on what the client is saying, to understand the meaning of what is said in the context of the client’s desires, and to support client self-‐ expression a. Attends to the client and the client's agenda, and not to the coach's agenda for the client
b. Hears the client's concerns, goals, values and beliefs about what is and is not possible
c. Distinguishes between the words, the tone of voice, and the body language d. Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding
Competencies in Action: The Academies’ Suggestions of How This Competency Might Look in Coaching Listen not just for the student’s words, but what’s not being spoken, as well as the energy/emotion behind the words. Listening may occasionally mean some uncomfortable silences. a. Filter what you hear through the student’s agenda (the agenda/goal for the coaching call as well as the overall capital “A” agenda). Silently ask yourself, “as I listen, am I trying to figure out how to get the student to think/believe in a way that agrees with me, or in a way that allows the student to be more self-‐reliant, confident, and action-‐ oriented?” b. Acknowledge the unspoken. For example, “As you say that, what comes across is your commitment to building a solid network, even with the present challenges associated with it.” Or, “Your actions suggest you’ve given your power away on this situation, as if it’s impossible to change … What would need to change to make this possible?” c. “You say you want to talk to people in the field to do some research, but the energy in your voice seems to be indicating otherwise. Am I hearing that right or …?” d. Alternate these techniques (summarizing, paraphrasing, reiterating, mirroring). Avoid repeated use of reiterating or mirroring so that it doesn’t sound like you’re parroting everything the student says. Mirroring often works well when the student is trying to make a decision, as it allows reflection on what they’ve just said. Examples: Student: I work now in a technical role, but I always thought it would be great to be in more of a strategic role in the same industry. Coach: What would be great about that? Student: It seems like the guys on the strategy side of the house have all the fun … batting around ideas about strategic direction, market analysis, competitors, products, services, partners, marketing strategy, financing strategy, customer strategy … Coach: [reiterates] So strategy on multiple levels and across multiple disciplines. Student: Yes.
__________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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Coach: Is there a favorite discipline for strategy or is it the ‘holistic’ aspect that you like the best? Student: Hmm … I think it’s the whole picture. I like seeing the full cycle of things, from concept and creation through testing through pricing and marketing and sales and leveraging that, whether it be with new releases or spin-‐ offs or wahtever. Coach: What’s interesting is the way you rattle off sequence of that so naturally, though you’ve been in just the technical role in the past… that you see the whole picture – [summarizing] Student: I hadn’t thought of that. When I was still at home, my dad and I would talk business almost every night – he’s the CEO of a company that manufactures security tehnology … in this job I got out of college, I just do technical work. I miss those conversations now that I think of it. Coach: [paraphrasing] I hear it missing … as if the energy is gone. e. Expression of feelings: “What was that experience like?” Perceptions: “What’s your take on this circumstance? … How would you say others perceive it?” Concerns/beliefs: “Say more about your concerns.” “What are your thoughts about ___?”
e. Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, etc. f. Integrates and builds on f. client's ideas and suggestions
g. "Bottom-‐lines" or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories h. Allows the client to vent or "clear" the situation w/o judgment or attachment in
“You mentioned doing some product development research before approaching that prospective employer. What topics would be important to them or what would address pressing needs that are aligned with the organization’s vision?” “Last week [or, a few minutes ago], you talked about wanting to involve your network more … what might that look like on this project?” g. “So, bottom line, you need to come across with more initiative in those interviews.” Or, “What’s the bottom line on that?” Or “How about just hitting the bullet points on that?” h. “Take some time to vent about that if it would help. Turn up the volume if you need for a few minutes.” [give space for this to happen, then…] “This is your time. If you need
__________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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order to move on to next steps
some space to process all this, feel free to do it here. If you want to shift into what-‐I-‐need-‐to-‐do-‐next mode, we can do that here. What do you need?”
C. Communicating Effectively ICF Competency #6 -‐ Powerful Questioning -‐ Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client a. Asks questions that reflect active listening and an understanding of the client's perspective b. Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions) c. Asks open-‐ended questions that create greater clarity, possibility or new learning d. Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards C. Communicating Effectively ICF Competency #7 Direct Communication -‐ Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client a. Is clear, articulate and direct in sharing and providing feedback b. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about c. Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises d. Uses language appropriate and respectful to the client (e.g., non-‐sexist, non-‐racist, non-‐ technical, non-‐jargon) e. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture D. Facilitating Learning and Results ICF Competency #8 Creating Awareness -‐ Ability to integrate and accurately evaluate multiple sources of information, and to make interpretations that help the client to gain awareness and thereby achieve agreed-‐upon results a. Goes beyond what is said in assessing client's concerns, not getting hooked by the client's description, b. Invokes inquiry for greater understanding, awareness and clarity, c. Identifies for the client his/her underlying concerns, typical and fixed ways of perceiving himself/herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action, d. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them, e. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action, f. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background), g. Expresses insights to clients in ways that are useful and meaningful for the client, __________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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h. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching, i. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done. D. Facilitating Learning and Results ICF Competency #9 Designing Actions – Ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed-‐upon coaching results a. Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice and deepen new learning b. Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-‐upon coaching goals c. Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions d. Promotes active experimentation and self-‐discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his/her work or life setting e. Celebrates client successes and capabilities for future growth f. Challenges client’s assumptions and perspectives to provoke new ideas and find new possibilities for action g. Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them h. Helps the client “Do It Now” during the coaching session, providing immediate support i. Encourages, stretches and challenges but also a comfortable pace of learning D. Facilitating Learning and Results ICF Competency #10 -‐ Planning and Goal Setting -‐ Ability to develop and maintain an effective coaching plan with the client a. Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development b. Creates a plan with results that are attainable, measurable, specific and have target dates c. Makes plan adjustments as warranted by the coaching process and by changes in the situation d. Helps the client identify and access different resources for learning (e.g., books, other professionals) e. Identifies and targets early successes that are important to the client D. Facilitating Learning and Results ICF Competency #11 -‐ Managing Progress and Accountability -‐ Ability to hold attention on what is important for the client, and to leave responsibility with the client to take action a. Clearly requests of the client actions that will move the client toward their stated goals, b. Demonstrates follow through by asking the client about those actions that the client committed __________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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c. d. e. f. g. h. i.
j.
to during the previous session(s), Acknowledges the client for what they have done, not done, learned or become aware of since the previous coaching session(s), Effectively prepares, organizes and reviews with client information obtained during sessions, Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-‐upon courses of action, and topics for future session(s), Focuses on the coaching plan but is also open to adjusting behaviors and actions based on the coaching process and shifts in direction during sessions, Is able to move back and forth between the big picture of where the client is heading, setting a context for what is being discussed and where the client wishes to go, Promotes client's self-‐discipline and holds the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames, Develops the client's ability to make decisions, address key concerns, and develop himself/herself (to get feedback, to determine priorities and set the pace of learning, to reflect on and learn from experiences), Positively confronts the client with the fact that he/she did not take agreed-‐upon actions.
SETTING EXPECTATIONS In coming Units, we’ll begin by looking at helping students who have career decisions to make. Many times, students are feeling pressured to do this in the course of a few hours (or minutes) without doing the due diligence that needs to happen. To help set expectations, consider some of these phrases: • Let’s NOT feel pressured to figure out the next 2 years in the next 20 minutes • What we can help with is identifying key pieces of the puzzle so you’ve got some solid options to start your due diligence. • Sometimes when there are so many competing priorities, it can be helpful to focus in on what’s the next right step. Oftentimes that step is getting clearer on what you want, and don’t want. How about if we spend some time on that today? • I hear the pressure. Let’s press the pause button for a few minutes and give you some time to create a strategy for what’s important in the long-‐run? • The good news is that you don’t have to identify the 1 perfect job … the secret is knowing which themes are important in your career and then, as long as those themes are present, no matter other circumstances, you’ll still know it’s a win. • [Getting students to tell you the truth] I’m looking for your answers in our conversation, and not the “right” answer. Does that make sense? • This is a place where you can let down your guard and hear yourself think. • It’s important that you know you can be brutally honest here … no judgments, not expectations on my part, other than the expectation that you’ll give me your best and I’ll do the same for you. __________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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• You’re familiar with Covey’s 4 Quadrants of Urgent, Important, Not Urgent, Not Important? Career management often falls into the 2nd Quadrant of “Important but Not Urgent,” just like exercise and planning; and yet that’s the secret to success …making time for what appear to be the “Not Urgent” items so that they don’t become crises down the road. • “There was an interesting survey done by the executive recruiting firm Korn Ferry that asked recruiters the question: “When comparing finalists for an executive position, what gives one candidate the biggest “edge”? “The winning answer were were Cultural Fit at 42% and Character/Personality at 32%. Those two trumped Work Experience at 17% and Growth Potential at 8% and Educational Background at 1%. “Given that market reality, let’s spend some time on getting a holistic picture of what’s going to be a good fit for you.
WRAP-UP & APPLICATION • With respect to ICF Competency #5, Active Listening, what are 3 things you can do to take your listening skills to the next level as a coach?
• Have a conversation with someone this week (whether a student, colleague, or even family member) with an intention of experimenting with several of the subcompetencies from ICF #5 Active Listening. What did you notice about the conversation? Did it go differently than it might have in the past? What did you notice about how your “listenee” responded? Come prepared to discuss this at the beginning of the next class, Class 3.
• How did you typically set expectations with students? How might you want to adjust that, if at all, in the future?
__________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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__________________________________________________________________________________________________________________________ _ © 2001-‐2013 Susan Britton Whitcomb For exclusive use by participants in the CCMC-‐MBA Track Program. Reproduction or transmission of any part of this work by any means including photocopying, without express permission of publisher, is prohibited. ICF 11 Core Competencies © 2012 International Coach Federation
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